北京第二外国语学院学报 ›› 2022, Vol. 44 ›› Issue (5): 84-100.DOI: 10.12002/j.bisu.413
收稿日期:
2021-01-20
出版日期:
2022-10-30
发布日期:
2022-11-16
作者简介:
曲鑫,博士,北京第二外国语学院英语学院教授,硕士生导师,100024,研究方向:语言测评、外语教育。电子邮箱:quxin@bisu.edu.cn;基金资助:
Received:
2021-01-20
Online:
2022-10-30
Published:
2022-11-16
摘要:
动态评价起源于维果茨基对于人类能力的本体论认识,旨在评价、理解学习者的潜在能力,指导、支持学习者发展,构成动态、辩证、综合的课堂评价体系。本项研究采用混合研究方法,基于实证数据,探索了动态评价在提升高校英语听力课堂教学质量、促进学习者语言能力发展方面的可行性和有效性。研究结果表明,在动态评价过程中,学习者与教师进行互动并受益于教师的干预,其英语听力理解能力表现往往超越静态评价所获定论。学习者英语听力理解能力发展受其最近发展区影响,而非保持其静态测试评价的现有能力水平。动态评价有利于引导学习者合理选择有效的听力策略,整体提升语言学习水平,获得自我效能感。教师和学习者对动态评价均持积极态度,认为其有助于课堂教学过程中构建新型师生关系,并有助于教师提高教学水平,以及增强学生的语言能力。上述研究结果为动态评价在外语课堂教学中的应用提供了经验性证据。
中图分类号:
曲鑫, 贾莉. 英语听力理解能力动态评价研究[J]. 北京第二外国语学院学报, 2022, 44(5): 84-100.
Qu Xin, Jia Li. A Study of Classroom-based Dynamic Assessment of EFL Listening Comprehension[J]. Journal of Beijing International Studies University, 2022, 44(5): 84-100.
练习题目 | 考查技能 |
---|---|
What is the speaker mainly talking about? A. Important battles fought in the Pacific War. B. Decoding of secret messages in war times. C. A military code that was never broken.(正确答案) D. Navajo Indians’ contribution to code breaking. | Direct meaning comprehension • Listening for gist |
表1 听力理解能力动态评价课堂练习实例
练习题目 | 考查技能 |
---|---|
What is the speaker mainly talking about? A. Important battles fought in the Pacific War. B. Decoding of secret messages in war times. C. A military code that was never broken.(正确答案) D. Navajo Indians’ contribution to code breaking. | Direct meaning comprehension • Listening for gist |
干预活动 | 中介类型 | ||||
---|---|---|---|---|---|
学习者1 | I can’t find the answer in the text. | ![]() | 教师 (中介者) | Please raise your hands if you have similar questions. | Reminder of error |
![]() | |||||
教师 (中介者) | Please pay attention to the expression of “talk about” in the question, which is a typical item of listening for gist. Where should it be most likely located? | ![]() | CLASS | At the beginning or the end. | Reminder of locating the relevant paragraph(s) of the text |
![]() | |||||
教师 (中介者) | But is it sufficient for you to just focus on the beginning and the end? | ![]() | CLASS | No. | Reminder of searching space to one or several sentences |
![]() | |||||
教师 (中介者) | Gist is the theme of the text. | ![]() | CLASS | —— | Language knowledge |
Please listen carefully to the full text, find the key words, and focus on the beginning and the end. | Listening strategies |
表2 听力理解能力动态评价干预活动示例
干预活动 | 中介类型 | ||||
---|---|---|---|---|---|
学习者1 | I can’t find the answer in the text. | ![]() | 教师 (中介者) | Please raise your hands if you have similar questions. | Reminder of error |
![]() | |||||
教师 (中介者) | Please pay attention to the expression of “talk about” in the question, which is a typical item of listening for gist. Where should it be most likely located? | ![]() | CLASS | At the beginning or the end. | Reminder of locating the relevant paragraph(s) of the text |
![]() | |||||
教师 (中介者) | But is it sufficient for you to just focus on the beginning and the end? | ![]() | CLASS | No. | Reminder of searching space to one or several sentences |
![]() | |||||
教师 (中介者) | Gist is the theme of the text. | ![]() | CLASS | —— | Language knowledge |
Please listen carefully to the full text, find the key words, and focus on the beginning and the end. | Listening strategies |
变量 | 前测 | 后测 | 检验结果 | |||||
---|---|---|---|---|---|---|---|---|
M | SD | M | SD | MD | t | df | Sig.(2-tailed) | |
分数 | 16.88 | 2.90 | 18.97 | 2.42 | -1.242 | -8.596 | 32 | 0.000 |
表3 实验组前后测数据配对样本T检验
变量 | 前测 | 后测 | 检验结果 | |||||
---|---|---|---|---|---|---|---|---|
M | SD | M | SD | MD | t | df | Sig.(2-tailed) | |
分数 | 16.88 | 2.90 | 18.97 | 2.42 | -1.242 | -8.596 | 32 | 0.000 |
变量 | 前测 | 后测 | 检验结果 | |||||
---|---|---|---|---|---|---|---|---|
M | SD | M | SD | MD | t | df | Sig.(2-tailed) | |
分数 | 16.68 | 3.08 | 16.79 | 2.84 | -0.118 | -1.436 | 33 | 0.160 |
表4 对照组前后测数据配对样本T检验
变量 | 前测 | 后测 | 检验结果 | |||||
---|---|---|---|---|---|---|---|---|
M | SD | M | SD | MD | t | df | Sig.(2-tailed) | |
分数 | 16.68 | 3.08 | 16.79 | 2.84 | -0.118 | -1.436 | 33 | 0.160 |
MD | t | df | Sig.(2-tailed) | |
---|---|---|---|---|
分数 | 0.070 | 0.093 | 65 | 0.926 |
表5 两组学生前测数据独立样本T检验
MD | t | df | Sig.(2-tailed) | |
---|---|---|---|---|
分数 | 0.070 | 0.093 | 65 | 0.926 |
MD | t | df | Sig.(2-tailed) | |
---|---|---|---|---|
分数 | -1.327 | -2.052 | 65 | 0.040 |
表6 两组学生后测数据独立样本T检验
MD | t | df | Sig.(2-tailed) | |
---|---|---|---|---|
分数 | -1.327 | -2.052 | 65 | 0.040 |
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